"'The devil is always in the details.'" Calhoun ISD continues to work with the Legislature and Michigan Department of Education to be sure that the appropriate level of flexibility built into the law is provided in processes for educators, including the ability to provide the right curriculum for students' success."
- Rebecca Rocho, assistant superintendent/general services and legislation for the Calhoun Intermediate School District, in the Battle Creek Enquirer 6.11.08, regarding implementation of the Michigan Merit Curriculum.
MASA urges members “wait” on releasing graduation rate data
On June 11, MASA and MASSP released a joint memo to members to urge them to avoid releasing Center for Educational Performance and Information (CEPI) preliminary graduation rate data before the formal release of statewide date with the Michigan High School Report Card sometime in early August 2008.
There is concern that early release of graduation rate data by some districts will put pressure on other district leaders to do so before they or their staff members are fully prepared to answer questions by the media and the public. As you might imagine, t he news regarding 4-year cohort graduation rates will not be positive for many districts, and will pose a challenge for districts to shape their messages in a positive way.
Michigan has high rate of youth in custody, new report finds
State ranks 27th among all states for child well-being
Michigan youth are more likely to be held in custody than youth in most other states and minorities are locked up at triple the rate of their white peers, the annual KIDS COUNT report released this week found.
The state-by-state report by the Annie E. Casey Foundation ranked Michigan 27 th among the states (with 1 being the best), based on 10 measures of child well-being. The rank was the same as last year, despite substantial improvements in the rates of high school dropouts, teen births, teen deaths, and idle teens.
This year’s report also examines juvenile justice trends and ranked Michigan 33 rd for the rate of youth in custody.
“These are sobering numbers. We know that many of those youths in custody would have been better served in our mental health, education and social services systems,’’ said Jane Zehnder-Merrell, senior research associate at the Michigan League for Human Services and director of the Kids Count in Michigan project. “This is evidence that we must step up prevention efforts to keep these children out of the juvenile justice system.”
The rate of detained and committed youth in custody in Michigan was 137 youth, ages 10 to 15, per 100,000 youths. The national average was 125 youth per 100,000 youth. Michigan mirrored national statistics with the rate of minority youth in custody triple that of white youth.
In the rest of the report, Michigan received its worst ranking (37) in infant mortality rates, which improved only slightly—4 percent—between 2000 and 2005. It also ranked 37 th for the percent of children living in families where no parent has a full-time, year-round job, which worsened by 13 percent.
Michigan’s most dramatic worsening trend was a 29 percent increase in the percent of children living in poverty – income below $20,444 for a family of two adults and two children in 2006. Eighteen percent of children in Michigan live in poverty, placing Michigan 30 th among the states.
“This is happening at a time when our safety net continues to erode. We have greater need and fewer resources to meet that need,’’ Zehnder-Merrell said.
Michigan received its best ranking, 13th, for the teen death rate, which showed an 11 percent improvement. There were 57 deaths per 100,000 teens ages 15-19 in the state, compared with a national rate of 65 deaths.
Other improvements included:
A 20 percent decline in the rate of teen births, placing Michigan 14 th among the states;
A 40 percent decrease in the percent of teens who are high school dropouts (ages 16 to 19), moving Michigan to 15 th among the states; and
An 11 percent drop in the rate of teens not attending school and not working with Michigan ranking 27 th on that measure.
Kids Count in Michigan, is a collaboration of the Michigan League for Human Services, which researches and writes the report, and Michigan’s Children, which works with communities to bring attention to the report’s findings.
*If you have ideas for Opinion Poll topic, please contact Linda Wacyk, 517.327.9268.
AASA survey finds there are not enough superintendents in the pipeline
There are not enough candidates to fill a looming number of job openings in the superintendency, according to a nationwide survey of school superintendents released this month by the AASA Center for System Leadership™, the professional development arm of the American Association of School Administrators.
The “2007 State of the Superintendency Survey: Aspiring to the Superintendency” contains brand-new data that offer a snapshot of the state of the school superintendency pipeline, incentives and barriers for joining the superintendency, and steps for expanding the pipeline to ensure a high-quality pool of superintendent candidates.
AASA conducted the new survey in October 2007 as a follow-up to the 2006 State of the AmericanSchool Superintendency Mid-Decade Study. The 2006 study suggested that a large pipeline will be required to fill superintendent job openings in the near future. The 2006 study also found that just over 39 percent of superintendents planned to retire in the next five years, and that due to retirements and turnover, nearly 80 percent of all superintendents could retire or change positions in the next five years.
The brand-new data from the “2007 State of the Superintendency Survey: Aspiring to the Superintendency,” include:
Eight-five percent of the superintendents surveyed believe an inadequate supply of educational leaders exists to fill the anticipated superintendent openings in the near future.
The biggest incentive for those considering the superintendency as a career is improving teaching and learning for students. The biggest disincentives for those considering the superintendency as a career are lack of funding for the school system, personal family sacrifices and school board relations and challenges.
Respondents said the top two initiatives to increase the supply of high-quality superintendent candidates are identifying and encouraging superintendent candidates and creating mentoring/coaching programs and networks.
Eighty percent of superintendents reported that no programs exist in their districts to identify individuals aspiring to the superintendency.
The majority of superintendents surveyed believe mentoring and coaching programs increase aspiring and sitting superintendents’ effectiveness.
“Effective school system leaders play a central role in transforming public education and improving student achievement,” said AASA President Sarah Jerome, superintendent of schools in Arlington Heights , Ill. “This survey affirms the importance of implementing innovative programs to identify, develop and retain high-quality educational leaders. AASA is working to encourage interest in the superintendency among school leaders who reflect the diversity of the nation’s public school classrooms with anticipation that many vacancies will occur in the next five years.”
“Expanding the pipeline of school system leaders is a top priority for AASA,” said AASA Executive Director Paul D. Houston. “From innovative professional development opportunities to one-of-a-kind leadership networks, AASA is initiating new programs to help aspiring and current school system leaders expand their knowledge, build their skills and develop their leadership capabilities to provide the highest quality public education to help all children succeed.”
New Jersey Education Commissioner Lucille Davy has asked the 21 county superintendents to review the existing contracts of all district superintendents in their counties, particularly focusing on excessive severance payments.
Last week The Press of Atlantic City reviewed contract provisions for eight area superintendents including the four local urban Abbott districts of Vineland, Millville, Bridgeton and Pleasantville and four districts in which the superintendents have announced their retirements — Egg Harbor Township, Northfield, Margate and Cumberland Regional. All had limits on the number of sick and vacation days that can be paid on retirement or the amount that can be paid.
The most generous retirement plan was a more than $113,558 payment for 220.5 sick days that will be owed to retiring Egg Harbor Township school superintendent Philip Heery when he leaves in January. That amount was restricted to the 1996 level, and does not represent all unused sick and vacation days he has accumulated in his 28 years in the district.
State law passed last year requires payments for unused sick leave to be limited to $15,000. However provisions of contracts already in effect must still be honored. The state requires contract information for all school superintendents and other administrators be posted on a school district's Web Site, although some can be difficult to find. Davy encouraged residents to review their local contracts. "Our priorities in doing this work are transparency and accountability," Davy said.
She noted that the DOE has no legal authority to order modifications to existing contracts, but the data gathered will be used to ensure that new regulations adequately define acceptable standards for all contracts. The state has already rejected a proposed new contract for the Plainfield superintendent.
Source: The Press of Atlantic City, 6.2.08
Call SET for consultative services!
Effective Oct. 1, 2007, all districts are required to solicit bids whenever a new medical benefit plan is established, or every three years if continuing the same plan. The school insurance specialists at SET are available to assist your district with the bidding process, so you can find the best options for employee benefits.
Our service is free Preparing a Request For Proposal (RFP) is a complex and time-consuming process. To assist during bidding, districts are encouraged to use a consultative service, such as SET. SET develops RFPs at no charge to districts. If coverage is placed with a carrier that SET represents, it will receive a commission.
Comprehensive service SET will work with your district to help you determine which health care choices to pursue. Options may include:
Preferred Provider Organization plans;
High-deductible health plans with Health Savings Accounts or Health Reimbursement Arrangements; or
Wrap plans.
Once you have identified your district’s needs, SET will submit your RFPs to a variety of carriers including Blue Cross Blue Shield of Michigan, Aetna, Priority Health, Health Plus, McLaren Health Plan, Humana and others.
Unbiased advising During the bidding process, it is important that your district receive an unbiased selection of health insurance quotes. SET presents all bidding options to districts and offers objective purchasing recommendations. Districts make all final purchasing decisions.
Employee benefit experience SET is your complete source for employee benefits. We provide exceptional medical, dental, vision, life and LTD benefits to more than 300 districts in Michigan . If your district has questions about our health insurance programs or the bidding requirements, ask SET!
Learn more about SET’s consultative services!
1.800.292.5421
MASSP again offers Principal Boot Camp
Tough times require tough decisions. The Michigan Association of Secondary School Principals knows that, and they have designed a Principal Boot Camp that provides great value and return on your investment.
From July 29-July 31, participants will gather at the MELG building here in Lansing for three all-day seminars. Principals will also complete a 100-Day Plan to get them off to a strong start to a new school year. They also have an opportunity to earn 7 SBCEUs and/or credit towards a Specialty Endorsement on their Administrator's Certificate.
Your principal also gets support throughout the year via webinars, collegial contacts, two follow-up sessions, and the opportunity to attend a MASSP seminar of their choice, all included in the initial cost. Because the bulk of Boot Camp is held in the summer and online, your administrator loses a minimum amount of time from their building.
The purpose is to involve you in helping to set priorities for the development of new learning opportunities in Michigan LearnPort® in the coming years. To ensure that your ideas and opinions are included in our future plans, survey responses must be received no later than Monday, June 30, 2008.
For more information about the Content Needs Assessment Survey 2008, email learnportadmin@mivu.org. If you have not already done so, register for your account in Michigan LearnPort by visiting www.learnport.org to start accessing high-quality courses and free resources like netTrekker d.i. today. You do not need to be a registered user of Michigan LearnPort® to complete this survey.
MASA news:
MPSERS Board upholds administrative law judge decision in favor of superintendent
In a 7-2 vote taken June 12, 2008, the Michigan Public School Employee Retirement Services (MPSERS) Board ruled to uphold a ruling by an administrative law judge in favor of allowing for retirement purposes a superintendent’s salary indexed to MIP.
After a motion by superintendent Susan Meston, which was supported by State Superintendent Mike Flanagan, the board engaged in lively debate, ultimately voting in favor of including salary equivalent to MIP contributions as allowable for calculating final average compensation (FAC).
We are very encouraged by this thoughtful move by the MPSERS Board, and will monitor and communicate to members the future implications of this decision on other cases.
Illinois Association execs visit MASA
Last week the MASA offices received a visit by executive director Brent Clark and associate director Rich Voltz of the Illinois Association of School Administrators (IASA). They had observed what they considered to be “best practices” within the MASA’s operations, and asked if they could take a closer look.
Our staff spent the day with the two visitors on Tuesday, June 3, describing our services and processes. We all learned a lot from one another and feel it was time well spent on both sides. The Illinois execs were very complimentary of our staff and of our operations, so you can be proud of your association. They commented especially on the quality and reach of our communications efforts and on our comprehensive professional development activities.
We will continue to work together on ways we can support each other. The IASA folks indicated an interest in partnering with us on the Courageous Journey Certification Endorsement process and other initiatives. In exchange, we will be looking into some of their technology-assisted discussion forums and pod casts for our own association.
Fall Conference focuses on high school issues, challenges, and best practices
High School Reform measures and graduation success will be the emphasis of MASA’s 2008 Fall Conference, September 24-26, at the Grand Traverse Resort.
An Algebra Support Program that is working in Fraser Public Schools
True Success, a non-profit corporation for 5th through 8th grade students providing materials for English Language Arts that match the content expectations
National Standards for Family and School Partnerships, with focus at the secondary level from PTA
Sharing from our Superintendent of the Year, 2008
A system look at dealing with Food Allergy and Asthma
Cyber bullying and internet challenges
How the Carnegie Learning System is working at the High School Level
The Whole Child Initiative
Capital Project Funding
The Michigan eLibrary and the Michigan Educators’ Resources
MASB Negotiations Services-Keeping Up to Date
Michigan Mathematics Program Improvement MMPI
Courageous Journey Cohort sessions
And others still are being confirmed.
We will also have the latest in products and services for schools at the Exhibit Show.
Something new!
As an additional way to share and gain from each other, we will provide an ongoing opportunity at the conference to ask questions related to our theme and emphasis on secondary education as well as a place for all to share resources, ideas, and practices that you are utilizing in your district. Two stations will be set up to collect Questions & Issues and Success Stories & Ideas. What you share will be compiled and formatted to make available to all our members after the conference. Watch for more details on this and how the rest of our conference is shaping up to serve you in our future editions of the Leader and on our website.
Effective immediately, two of our MASA staff will have new titles.
Patricia Reeves’ title has been changed to Associate Executive for Administrative Certification & Endorsement, which better reflects the Courageous Journey work.
Brad Biladeau has been promoted to Associate Executive for Government Relations.
Please make a note of these changes in your records and join us in congratulating both Pat and Brad for the fine work they continue to do for our Association and members!
Winners' Circle - Sue Conklin, Van Buren ISD Integrated Academics in the CTE
At this year’s MASA Distinguished Administrators’ Luncheon, 13 new MASA members were inducted into the Winners’ Circle. These members were honored by the Membership Services Committee for initiating a unique, successful program or implementing an innovative idea that has had a significant, positive impact on their school districts that can be used by other districts across the state. This year’s inductees include:
Sue Conklin, Van Buren Intermediate School District, Region 7
Integrated Academics in the CTE
The Integrated Academics in the CTE Program "Intergrated Academics" is the process of integrating academics into the Career and Technical Education program at Van Buren ISD's Technology Center . It is the district's approach of infusing academic knowledge based on the new Michigan Merit Curriculum guidelines. This infusion is accomplished by using instructors who have certification in subject areas to "team teach" with Career Technical Education program instructors in order to draw direct or indirect correlations from academic theory to practical knowledge for students. It is a method of identifying existing academic content and emphasizing it in the Career Technical Education context.
So far, the Integrated Academics approach has helped students apply academic skills with occupations skills as well as earn academic credit in math, English and science. It has expanded students' opportunities to develop employability skills. Students have been linked with business/industry and community colleges to make the transition from high school to work and/or further education. Finally, the approach enables students to better understand the need for academics by relating "why" the academic knowledge is necessary to a particular Career Technical Education program.
I agree with Jim Sandy ("State must maintain new graduation requirements," April 16), as do our superintendents, that the Michigan Legislature just enacted the Michigan Merit Curriculum and should not rush to judgment about students' ability to successfully complete one of the most rigorous high school core curricula in the US. However, I also agree with Alan Houser ("Unintended consequences in new grad requirements," April 27) that the general public is not aware of the significant nature in which access to such curriculum will impact all students - not just our traditional "college-bound" students.
In point of fact, the new Michigan Merit Curriculum doesn't drastically increase requirements for some students; many students in Michigan schools have taken such a curriculum and were able to be successful. However, the difference lies in the fact that Michigan has mandated this curriculum for all students that receive a Michigan high school diploma, beginning with the students just completing ninth grade across the state.
The Legislature did have the foresight to anticipate that some students might struggle to meet this curriculum and has put steps in place for educators and parents of high school students to more frequently discuss their student's progress in school and what supports might be necessary to help all students be successful. There are also provisions that allow for personal curriculum changes to be made for certain students upon a parent's request in collaboration with school officials.
Unfortunately, Alan Houser indicated that the legislation makes no provision for students with disabilities and that is simply not the case. Specific provisions have been made for such personal curriculum changes to be made, again in collaboration with parents, educators and students. We work hard to provide students with the education they will need to prosper in their adult lives; this includes the opportunity to seek and excel in jobs that do not require a four-year liberal arts degree but will require career and technical training.
Rebecca Rocho is assistant superintendent/general services and legislation for the Calhoun Intermediate School District.
Source: Battle Creek Enquirer, 6.11.08
MDE news:
Eighth grade technology literacy requirement
School districts are required to report the percentage of eighth grade students meeting the state’s definition of technology literacy in the Michigan Electronic Grants System (MEGS) by June 30, 2008. A new requirement in this year’s report is to indicate the assessment that was used to determine the technology literacy.
The Regional Educational Media Centers (REMC), in collaboration with the Michigan Department of Education and the Michigan Association for Computer Users in Learning (MACUL), have created a 8th Grade Technology Literacy Requirement website with resources to assist school districts in meeting this requirement.
For assistance with technology planning, visit http://techplan.org. School district personnel are also encouraged to contact their local REMC for assistance.
The U.S. Department of Education, Office of Elementary and Secondary Education has issued 2008 Guidance for Title V, Part A to provide states with information on how the lack of Title V, Part A funding for 2008 impacts flexibility and program requirements.
The document addresses States’ and districts’ ability to transfer funds from other specified programs to Title V, Part A until September 30, 2009 . Specific guidance is given on transfer and carryover funds for school districts. The Small, Rural School Achievement (SRSA) program and the Rural Education Achievement Program Flexibility (REAP-Flex) are also addressed.
Questions regarding this guidance can be directed to Mike Radke, Assistant Director, Office of School Improvement at 517.373.3921.
Consolidated Application Schedule
The development of the consolidated application is a shared responsibility between Local Education Agencies (LEAs) and the Michigan Department of Education (MDE), Office of School Improvement, Field Services Unit. The shared goal for the coming year (2008-09) is to have all applications submitted in substantially approvable form by LEAs in time to receive prior MDE approval before funded activities begin.
Increasingly, the federal government is placing emphasis on a thorough needs assessment, a strong improvement plan and compliance with federal and state guidance. The plan should be nearing completion in each LEA for the 2008-09 academic year. The consolidated application can then be prepared and submitted early in the summer so that it can be reviewed, questions answered and approved before the requested supplementary services begin next fall.
A definition of “substantially approvable” applications and amendments.
How do we get a July 1 obligation date?
When will we get access to our carryover funds?
A single strong improvement plan is the foundation to the consolidated application. MDE sees a wide variety of improvement plans but they say the best have the following characteristics:
1. The plan is built upon a thorough analysis of data and this analysis is summarized in a clear description of student needs!
2. The plan is focused on student achievement – everything is tied to helping students learn!
3. The plan does a limited number of very important things well!
4. The plan is built with the input of the people who will implement it, and it is communicated widely to all stakeholders!
5. After the plan is adopted, appropriate funding sources are tapped to support the plan!
6. It’s not done until you know what worked and what can be improved!
in case you missed it:
The other side of superintendent bashing
I believe it is undemocratic to limit superintendent compensation packages. Yesterday, I, along with the other public school superintendents in [New Jersey], received a directive from the state Department of Education to send a copy of my employment contract to the state for review. The directive indicated that "the results of this review will be utilized to revise the standards for review of contracts in the future."
I realize that this review is being prompted by perceived excesses in the contracts of several superintendents throughout the state. But I find it disturbing nonetheless. Superintendent contracts are being singled out because superintendents as a group have limited political power and thus are easy targets. Those in power can "review" and alter superintendent contracts without fearing any meaningful retribution. What are the superintendents going to do, cry "injustice"? We have been painted in the media as indulged fat cats. So the powers that be can accrue some political capital by publicly chastising us.
…Compare the amount of taxpayer dollars that conceivably could be gleaned from "revising" the 612 superintendent contracts in the state with the amount of money that could be accrued from a similar revision of the contracts of tens of thousands of teachers. The comparison is not even close. A school superintendent's job is challenging, and superintendents are paid what the market will bear. In other words, if a locality believes that the "going rate" for a superintendent is too high, why doesn't the locality simply hire an individual who will take the job for half the going rate?
The answer is that localities realize the importance of having a knowledgeable professional who will assume the ultimate responsibility for the proper education of their children. It is an awesome responsibility (arguably the most important responsibility in a community) and, in an effort to save some money, appointing an individual willing to take a cut-rate price is understandably troubling to boards of education. In the same way that our country does not limit what a doctor, lawyer or other professional can charge for services, I believe it is undemocratic to limit superintendent compensation packages.
…I believe it is unfair and un-American to establish contract standards that limit free-market bargaining simply because public school superintendents are easy targets ripe for political point-making.
Patrick W. Martin is Ringwood (NJ) Schools superintendent.
Source: The North Jersey Record, 6.5.08
AASA news:
AASA urges school leaders to submit comments on proposed NCLB regulations
The U.S. Department of Education has issued a broad Notice of Proposed Rulemaking on several areas within No Child Left Behind. This wide-reaching set of proposed regulations would have a dramatic impact on every school district and state. AASA firmly believes that these regulations overstep the administrative authority of the U.S. Department of Education, conflict with the words and intent of the original statute, and are being implemented too quickly, with some of the regulations taking effect at the start of the coming school year. Therefore, AASA is urging all members to file comments on these regulations and the impact they would have at the local level. Comments are due to the U.S. Department of Education by June 23, 2008. Learn more at www.aasa.org/publications/LeadersEdgeArticle.cfm?ItemNumber=10485.
AASA calls for reframing of No Child Left Behind to help all children succeed
Earlier this month, AASA called for a fundamental reframing of the Elementary and Secondary Education Act, the law currently known as No Child Left Behind. Read the AASA press release at www.aasa.org/newsroom/pressdetail.cfm?ItemNumber=10435.
AASA invites participation in a national school safety study
AASA has partnered with Ingersoll Rand Security Technologies to create a nationwide assessment to help superintendents protect and secure their schools. This assessment will identify potential threats and determine action items to better ensure the security of your school system. According to AASA, the 10-15 minutes they survey will take to complete could ultimately save your school system dollars and lives.
The results of your participation will be compiled into the first National School Safety Study, providing benchmarking data for the current state of security in our country’s schools. The results of the study will be released at the AASA Center for System Leadership’s™ Safe and Secure Schools Conference this October in Chicago, Ill.
National Conference on Education
Feb 19-21, 2009
One of the most exciting, rewarding and valuable benefits of your AASA membership is the National Conference on Education. Scheduled to be held Feb. 19-21, 2009, in San Francisco, the National Conference on Education is the only national conference aimed at your unique role leading K-12 school systems.
Save the date and target travel funds to ensure that you don't miss this new and improved annual event. Discounted registration is offered exclusively to AASA members from July 1-14.
Serving public education for 141 years, the National Conference on Education has stayed true to its core audience by offering programming, professional development, networking opportunities and an exhibit floor brimming with solutions to your day-to-day school system needs.
And just like you, we thrive on growth and innovation. AASA is pleased to introduce new initiatives that are certain to uncover more professional renewal and more value to you than ever before:
Curriculum that works for you! New focus zones, including Executive Edge, developed for superintendents, executive directors and other senior level school system leaders, targeted curriculum for aspiring leaders, and the Communities of Practice zone highlighting issues regarding women, diversity and rural/urban/suburban school systems.
An exciting shift in the schedule! The conference takes place Thursday, Friday and Saturday with optional events on Sunday, to provide flexibility when planning your travel.
More interactive discussions! You asked for more small-group discussions to speak freely and exchange ideas, and that's what you'll find at the National Conference on Education.
Critical issues you can only find at the National Conference on Education! Introducing the Thought Leaders Series, evaluating how global, national and state issues will have an impact your schools and communities.
Visit www.aasa.org/nce to learn more about the National Conference on Education. We will post speakers and conference sessions as they are confirmed. And remember, AASA will open registration July 1-14 just for members. Register early to get the lowest rate available and first access to the hotel block.
research reports:
Rating the E-rate
In today's schools, where 21st-century skills are essential to a student's ability to compete in an increasingly global economy, Internet connections are often taken for granted. But for employees in the multitude of schools who rely on the federal E-rate program to fund those Internet connections, simply applying for funding can lead to a confusing process.
Yet, despite the program's complexity, three out of four applicants say the E-rate is meeting its goal of connecting schools and libraries to the Internet, according to a comprehensive new survey--and many applicants say they couldn't do without it.
Conducted by eSchool News and E-rate consulting firm Funds For Learning LLC, the survey polled more than 700 E-rate applicants on a wide range of questions about the program.
This third annual report by Education Week, with support from the Bill & Melinda Gates Foundation, is now available online to subscribers at edweek.org. The report explores the rapid growth of state-level P-16 councils and how they seek to create a more seamless schooling continuum that prepares students from preschool through college and beyond for life, work, and further education.
2009 Connect-ED Leadership Through Communication Award accepting nominations
The Leadership Through Communication Award, cosponsored by NSPRA, AASA and Blackboard Connect Inc., the Connect-ED®, honors those who recognize that communication is a critical component of leadership and exhibit an ongoing commitment to incorporating communication in their strategic thinking and daily operations. One winning school district will be chosen to receive $10,000, donated by Blackboard Connect Inc., to their scholarship fund to be awarded to a student or students majoring in communications. Deadline for award entries is August 8, 2008 . Learn more at www.nspra.org/ConnectEd08.pdf, apply at www.nspra.org/blackboardconnect.pdf and see past award winners here.
Share your stories at publicschoolInsights.org
Visit PublicSchoolInsights.org, an inspiring new web site that presents a fresh, 21st century vision for public schools, with real examples of what is working in all kinds of public schools and districts. See how public schools – maybe even yours – are pursuing imaginative strategies to help students succeed. Hear insights from extraordinary people on public education's front lines, listen to interviews with leading thinkers, and tell your story about success in your own public school or district. PublicSchoolInsights.org is hosted by the Learning First Alliance, a partnership of 18 major national education associations, including NSPRA, which represent over 10 million dedicated educators, parents and education policymakers.
Primer on public engagement
The new Public Engagement Primer from Public Agenda is a valuable resource for those trying to better understand what public engagement is all about, and for those trying to explain it.
Public engagement creates conditions for average citizens to effectively get involved in deliberation, dialogue and action on public issues that they care about. In a few short pages, the primer explains how public engagement helps create civic capacity for public problem solving, offers 10 core principles of effective public engagement
and enlists a few examples of key practices and strategies. The primer also describes the power of "Citizen Choicework," a critical element in many deliberative processes.
Some other essentials covered in the primer:
Authentic public engagement vs. business as usual
Capacity-building vs. event-oriented approaches to engagement
Responding thoughtfully and conscientiously to the public’s involvement
Building long-term capacity
Strengths and weaknesses of various engagement approaches and strategies
Helping the Student with Diabetes Succeed: A Guide for School Personnel
About 154,000 young people under age 20 have diabetes in the United States and as obesity rates in children continue to soar, type 2 diabetes, a disease that used to be seen primarily in adults, is becoming more common. School personnel can play a key role in making the school experience safe for students with diabetes and the National Diabetes Education Program has developed Helping the Student with Diabetes Succeed: A Guide for School Personnel to help.
The guide:
Reflects a consensus from a broad spectrum of federal agencies and leading organizations in the diabetes and education communities on how schools can better meet the medical needs of students with diabetes.
Provides school personnel, parents, and students with a framework for managing diabetes effectively in the school setting.
Helps to ensure that students with diabetes are medically safe and have access to all educational opportunities and activities.
Includes user-friendly tools, copier-ready action plans, a diabetes primer, and a review of school responsibilities under federal laws.
This FREE resource can be ordered or downloaded by visiting www.YourDiabetesInfo.org or calling 1.888.693.NDEP. Direct questions to Darise S. Deal at 202.842.3600 x 229 or ddeal@hagersharp.com.
Project Safe Childhood (PSC)
July 22, 2008— Treetops Resort, Gaylord July 24, 2008— Holiday Inn, Marquette September 8, 2008— Kellogg Center Auditorium, E. Lansing
The United States Attorneys Offices for the Eastern and Western Districts of Michigan, the Federal Bureau of Investigation, the Michigan State Police, the United States Postal Inspection Service and Immigration and Customs Enforcement are pleased to invite you to attend a one-day no-cost training opportunity. This training is suited for law enforcement, school personnel, social service providers and anyone who has an interest in protecting children. Attendance is limited to those 18 years and older.
The topics covered are:
Role of State & Federal Law Enforcement Agencies in PSC Cases
State & Federal Statutes*
Drafting Search Warrants*
Computer Forensics*
Online Grooming Tactics / Internet Safety at Home & at School
Mind of the Offender*
Mind of the Victim
Programs to Assist with Internet Safety & Security
On June 11, MASA and MASSP released a joint memo to members to urge them to avoid releasing Center for Educational Performance and Information (CEPI) preliminary graduation rate data before the formal release of statewide date with the Michigan High School Report Card sometime in early August 2008.
State ranks 27th among all states for child well-being
There are not enough candidates to fill a looming number of job openings in the superintendency, according to a nationwide survey of school superintendents released this month by the AASA Center for System Leadership™, the professional development arm of the American Association of School Administrators. 
New Jersey Education Commissioner Lucille Davy has asked the 21 county superintendents to review the existing contracts of all district superintendents in their counties, particularly focusing on excessive severance payments. 
Effective Oct. 1, 2007, all districts are required to solicit bids whenever a new medical benefit plan is established, or every three years if continuing the same plan. The school insurance specialists at SET are available to assist your district with the bidding process, so you can find the best options for employee benefits. 
Tough times require tough decisions. The Michigan Association of Secondary School Principals knows that, and they have designed a Principal Boot Camp that provides great value and return on your investment.
LearnPort seeks your feedback 
The Integrated Academics in the CTE Program "Intergrated Academics" is the process of integrating academics into the Career and Technical Education program at Van Buren ISD's Technology Center . It is the district's approach of infusing academic knowledge based on the new Michigan Merit Curriculum guidelines. This infusion is accomplished by using instructors who have certification in subject areas to "team teach" with Career Technical Education program instructors in order to draw direct or indirect correlations from academic theory to practical knowledge for students. It is a method of identifying existing academic content and emphasizing it in the Career Technical Education context. 
